Changing Teaching Practices in Rural Schools

Abstract


 
 
 
 This article describes the approach of a five-year initiative, funded by the National Science Foundation, to improve the teaching of mathematics and science in 10 rural school districts of Missouri. Traditional challenges of improving the professional practice of teachers are addressed through a regional partnership. External project evaluation results reveal specific teacher challenges, the change strategy of the Ozark Rural Systemic Initiative (ORSI), and what teachers value most. Continuous, regional content-specific professional development; follow-up technical assistance to schools; administrative walk-throughs; assistance of lead teachers; and external evaluation reinforce that what counts most are effective teaching practices in classrooms with students. School district leadership and regional partners will be the key to continued success and long-term sustainability of the evolving learning communities and new teaching practices in schools.
 
 
 
 

Exclusion from Educational Opportunity in Diversifying Rural Contexts*

“…Given the rapid demographic changes in rural contexts, particularly in the Northeast and Midwest, educators need to be culturally adept and have the capacity to educate all students. However, often rural educators do not have ready access to resources and professional development opportunities that fully support diverse populations (Harmon et al 2007). Teachers in rural schools often must travel long distances to attend sessions that are not linked directly to their needs or interests, while principals try to locate suitable and available substitutes (Maheady, Magiera, and Simmons 2016).…”

Rural High School Principals and the Challenge of Standards-Based Grading

“…Other school leaders may take it a step further by choosing to engage more directly with other school district leaders in their geographic proximity. In areas where more than one school is working toward more effective grading practices, establishing regional partnerships is another potential solution for rural principals to create longterm implementation plans and sustainability in their instructional leadership efforts (Harmon, Gordainier, Henry, & George, 2007 SBG seems to be a part of the 5-year vision in the rural schools in this state. During the past decade, many prominent SBG experts-including Ken O'Connor, Thomas Guskey, Rick Wormeli, and Tom Schimmer-has visited the state at least twice.…”

Building and Sustaining School-University Partnerships in Rural Settings: One Approach for Improving Special Education Service Delivery

“…Small rural school districts also face student achievement problems similar to their urban and suburban peers; yet, they often have less capacity to address these concerns (Chalker, 1999;DeYoung, 1991;Haas & Nachtigal, 1998;Howley & Harmon, 2000). Harmon, Gordanier, Henry, and George (2007) noted, for example, that rural schools have higher per pupil costs, greater numbers of teachers instructing outside specialty areas, and decreasing populations and tax bases that further reduce fiscal resources. Limited institutional capacity, in turn, impedes rural schools' abilities to mount and maintain school improvement processes.…”

“…Teachers in rural schools also encounter difficulties obtaining adequate professional development (Harmon et al, 2007). They often must travel long distances to attend sessions that are not linked directly to their needs or interests while principals try to locate suitable and available substitutes.…”